2. Levels of Specificity of Objectives
Objectives are specific statements of what is to be
accomplished and how well and are expressed in
terms of quantifiable ,measurable outcomes.
Level Definition Related Terms
General objectives Broad statements of long
term outcomes.
Goals
Intermediate objectives More precise statements
of short term outcomes.
Unit objectives
Course objectives
Specific objectives Precise statements of
immediate outcomes.
Instructional objectives
Behavioral objectives
3. LLeeaarrnniinngg OObbjjeeccttiivveess
Learning objectives are statements of
what is expected that a student will be ab
le to DO as a result of a learning activity.
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7. KKnnoowwlleeddggee
The remembering of previously learned
material
Examples of learning objectives:
-know common terms
-know specific fact
-know basic concepts
-know principles
9. CCoommpprreehheennssiioonn
The ability to grasp the meaning of material
Examples of learning objectives:
-understand facts and principles
-interpret charts and graphs
-interpret verbal materials
-justify methods and procedures
-translate verbal material to mathematical formulae
10. CCoommpprreehheennssiioonn ((EExxaammppllee))
Seagulls live on the beach. They eat small fish, bread, and
seaweed. Seagulls run quickly on the sand and fly quickly
in the sky. Seagulls will run or fly away if you try to catch
them. There are many seagulls on the beach.
Crabs also live on the beach. They eat shrimp, ocean
plants, and small fish. Crabs crawl quickly on the sand and
in the ocean. Crabs will crawl away if you try to catch
them. There are many crabs on the beach, but it is not
always easy to see them.
Starfish live on the beach, too. They eat clams, oysters,
and small fish. Starfish move slowly on the sand and in the
ocean. Starfish will not move away if you try to catch
them. There are few starfish on the beach.
11. QUESTIONS
1) Seagulls, crabs, and starfish all eat
A. clams
B. bread
C. fish
2) Which animal does not move quickly?
A. starfish
B. seagulls
C. crabs
3) Based on information in the passage, which sentence is false?
A. Starfish are hard to catch.
B. Crabs eat shrimp and ocean plants.
C. Seagulls move quickly on the sand and in the air.
12. AApppplliiccaattiioonn
The ability to use learned material in new
and concrete situations
Examples of learning objectives:
apply concepts and principles to new
situations
apply laws and theories to practical
situations
solve mathematical problems
construct graphs and charts
demonstrate the correct usage of a method
or procedure
13. AApppplliiccaattiioonn ((EExxaammppllee))
Which one of the following values
approximates best to the volume of a sphere
with radius 5m?
A. 2000 m3
B. 1000 m3
C. 500 m3(Correct Answer)
D. 250 m3
E. 125 m3 (MCQ)
14. AAnnaallyyssiiss
The ability to break down material into its
component parts
Examples of learning objectives:
recognize logics and reasoning
distinguish between facts and inferences
evaluate the relevancy of data
analyze the organizational structure of a
work
15. AAnnaallyyssiiss ((EExxaammppllee))
Write different stages of seed germination.
Enlist levels of cognitive domain explained by Bloom
Taxonomy?
Enlist the causes of air, water and land pollution?
16. SSyynntthheessiiss
The ability to put parts together to form a
new whole
Examples of learning objectives:
write a well organized theme
give a well organized speech
write a creative short story
propose a plan for an experiment
integrate learning from different areas into
a plan for solving a problem
17. SSyynntthheessiiss ((EExxaammppllee))
Write a paragraph summarizing
the text you have read.
Your summary should have a
topic sentence defining the
problem, some of the causes, some of the
effects, and a conclusion.
18. EEvvaalluuaattiioonn
The ability to judge the value of
material for a given purpose based
on definite criteria.
Examples of learning objectives:
- judge the logical consistency of written material
-judge the adequacy with which conclusions are
supported by data.
28. Importance of Psychomotor Domain
Not only required for physical education and athletics
Hand writing and word processing are tightly
connected to all subjects.
Use of complex equipments by science students in
laboratory.
Eye coordination for visual arts and hand
coordination for manual art.
Communicating intentions with facial expression and
hand gestures.
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29. The psychomotor domain by Anita
Harrows(1972) classifies objectives in the area of
physical movement and coordination.
30. Psychomotor Domain
Reflex movements
Students actions can occur involuntarily
in response to some stimulus.
Basic fundamental movement
Students has inherent movement
patterns which are formed by
combining of reflex movements
and are the basis for complex
skilled movements. Examples are:
walking, running, pushing,
twisting, gripping etc.
31. Perceptual Abilities
Students can translate stimuli
received through the senses
into appropriate desired movements.
Physical Abilities
Students has developed basic
movements that are essential to the
development of more highly skilled
movements.
32. Skilled movements
Students has developed more
Complex movements requiring
a certain degree of efficiency
e.g all skilled activities obvious
in sports, recreation and dance.
Non-Discursive Communication
Students has the ability to
communicate through body
Movement that communicate
meaning without the aid of verbal
commands or help.
34. Need to Revise Taxonomy
Thinking is an active process and verbs describe
actions. Knowledge does not describe a category
of thinking and was replaced with
Remembering. Comprehension and synthesis
were renamed to Understanding and Creating,
respectively, to better reflect the nature of
thinking for each category.
